Courses

Our Scheme runs a number of educational programmes other than Half-Day Release. We provide a summary for you here (including the current timetable).

Modular Courses

Purpose: one day study days aimed at those trainees in hospital posts.  This helps them get some protected and focused teaching.  If you are in a hospital post, you should attend the Modular Courses. Let your leave planner at the hospital know in plenty of time about the dates.

How to design a Teaching Session

The following guiding principles may help you with constructing your session.

1. Knowledge is imparted in constructivist way

That is, building on what they already know rather than just ‘vomiting’ information all over them. To be able to do this, one needs to figure out the trainees’ starting point. 

[Vico (1700s), Dewey (1938), Piaget (1950) and Vygotsky (1978)]

2. The focus is on the application (to real cases for instance), analysis or evaluation of knowledge

Rather than a regurgitation of facts, figures, guidelines or what is written in books.

[Bloom’s Taxonomy of Learning Objectives (1956)]

3. The trainees’ experience is used

Encouraging trainees to trainees to bring their experience and reflect on it.

[Kolb’s Learning Cycle (1984)]

4. Learning  with ideas, feelings and actions (Bloom’s Taxonomy)

Encouraging trainees, where possible, to reflect in all three areas of knowledge, skills and attitudes.

[Bloom’s Taxonomy of Learning Objectives (1956)]

5. Encouraging a collaborative approach to learning

Where trainees learn from each other, as well as from you.

[principles of Constructivism]

6. Tying in the evidence where appropriate

And how this evidence may be applied in practice.

[Evidence Based Medicine, Eddy (1990)]

7. Promoting Self-Concept

To help trainees identify other resources to further deepen their knowledge, skills and/or attitudes and thus help with their daily practice as well as the AKT and CSA.

[‘self-concept’, Knowles (1984)